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Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Ervália - MG - Professor - Inglês |
Q1311645
Inglês
Texto associado
TEXT TWO:
After so long a pause that Marcia felt sure whoever it was must have gone away, the front doorbell rang again, a courteously brief ‘still waiting.’
It would be a neighbor child on the way home from school with a handful of basketball tickets. Or an agent tardily taking orders for cheap and gaudy Christmas cards.
The trip down to the door would be laborious. Doctor Bowen had wanted her to avoid the stairs as much as possible from now on. But the diffident summons sounded very plaintive in its competition with the savage swish of sleet against the windows.
Raising herself heavily on her elbows, Marcia tried to squeeze a prompt decision out of her tousled blonde head with the tips of slim fingers. The mirror of the vanity table ventured a comforting comment on the girlish cornflower fringe that Paul always said brought out the blue in her eyes. She pressed her palms hard on the yellow curls, debating whether to make the effort. In any event she would have to go down soon, for the luncheon table was standing exactly as they had left it, and Paul would be returning in half an hour.
Edging clumsily to the side of the bed, she sat up, momentarily swept with vertigo, and fumbled with her stockinged toes for the shapeless slippers in which she had awkwardly paddled about through two previous campaigns in behalf of humanity’s perpetuity. When done with them, this time, Marcia expected to throw the slippers away.
Roberta eagerly reached up both chubby arms and bounced ecstatically at the approach of the outstretched hands. Wellie scrambled up out of his blocks and detonated an ominously sloppy sneeze.
Marcia said “Please don’t tell me you’ve been taking cold again.”
Wellie denied the accusation with a vigorous shake of his head, whooped hoarsely, and began slowly pacing the intermittent clatter of their procession down he dingy stairway, the flat of his small hand squeaking on the cold rail of the ugly yellow banister.
The bulky figure of a woman was silhouetted on the frosted glass panels of the street door. Wellie, with a wobbly index finger in his nose, halted to reconnoiter as they neared the bottom of the stairs, and his mother gave him a gentle push forward. They were in the front hall now, Marcia irresolutely considering whether to brave the blizzard. Wallie decided this matter by inquiring who it was in a penetrating treble, reinforcing his desire to know by twisting the knob with ineffective hands. Marcia shifted Roberta into the crook of her other arm and opened the door to a breath-taking swirl of stinging snow, the first real storm of the season.
DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier &
Son Corporation, 1936.
When the narrator of the text says that the doctor had
advised against the stairs, the understanding is that
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Ervália - MG - Professor - Inglês |
Q1311644
Inglês
Texto associado
TEXT TWO:
After so long a pause that Marcia felt sure whoever it was must have gone away, the front doorbell rang again, a courteously brief ‘still waiting.’
It would be a neighbor child on the way home from school with a handful of basketball tickets. Or an agent tardily taking orders for cheap and gaudy Christmas cards.
The trip down to the door would be laborious. Doctor Bowen had wanted her to avoid the stairs as much as possible from now on. But the diffident summons sounded very plaintive in its competition with the savage swish of sleet against the windows.
Raising herself heavily on her elbows, Marcia tried to squeeze a prompt decision out of her tousled blonde head with the tips of slim fingers. The mirror of the vanity table ventured a comforting comment on the girlish cornflower fringe that Paul always said brought out the blue in her eyes. She pressed her palms hard on the yellow curls, debating whether to make the effort. In any event she would have to go down soon, for the luncheon table was standing exactly as they had left it, and Paul would be returning in half an hour.
Edging clumsily to the side of the bed, she sat up, momentarily swept with vertigo, and fumbled with her stockinged toes for the shapeless slippers in which she had awkwardly paddled about through two previous campaigns in behalf of humanity’s perpetuity. When done with them, this time, Marcia expected to throw the slippers away.
Roberta eagerly reached up both chubby arms and bounced ecstatically at the approach of the outstretched hands. Wellie scrambled up out of his blocks and detonated an ominously sloppy sneeze.
Marcia said “Please don’t tell me you’ve been taking cold again.”
Wellie denied the accusation with a vigorous shake of his head, whooped hoarsely, and began slowly pacing the intermittent clatter of their procession down he dingy stairway, the flat of his small hand squeaking on the cold rail of the ugly yellow banister.
The bulky figure of a woman was silhouetted on the frosted glass panels of the street door. Wellie, with a wobbly index finger in his nose, halted to reconnoiter as they neared the bottom of the stairs, and his mother gave him a gentle push forward. They were in the front hall now, Marcia irresolutely considering whether to brave the blizzard. Wallie decided this matter by inquiring who it was in a penetrating treble, reinforcing his desire to know by twisting the knob with ineffective hands. Marcia shifted Roberta into the crook of her other arm and opened the door to a breath-taking swirl of stinging snow, the first real storm of the season.
DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier &
Son Corporation, 1936.
After the second ring of the doorbell, Marcia
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Ervália - MG - Professor - Inglês |
Q1311643
Inglês
Texto associado
Acessed on: August 8th, 2018.
TEXT ONE:
Foreign Language Teaching Methods
Dr. Janet Swaffar, Reading Module Instructor
Definitions of Reading
Among the many definitions of reading that have arisen in
recent decades, three prominent ideas emerge as most
critical for understanding what “learning to read” means:
• Reading is a process undertaken to reduce
uncertainty about meanings a text conveys.
• The process results from a negotiation of meaning
between the text and its reader.
• The knowledge, expectations, and strategies a
reader uses to uncover textual meaning all play
decisive roles way the reader negotiates with the
text’s meaning.
Reading does not draw on one kind of cognitive skill, nor
does it have a straightforward outcome — most texts are
understood in different ways by different readers.
Background Knowledge
For foreign language learners to read, they have to be
prepared to use various abilities and strategies they
already possess from their reading experiences in their
native language. They will need the knowledge they
possess to help orient themselves in the many dimensions
of language implicated in any text. Researchers have
established that the act of reading is a non-linear process
that is recursive and context-dependent. Readers tend to
jump ahead or go back to different segments of the text,
depending on what they are reading to find out.
Goals
Asking a learner to “read” a text requires that teachers
specify a reading goal. One minimal goal is to ask the
learner to find particular grammatical constructions or to
identify words that relate to particular features or topics
of the reading. But such goals are always only partial.
For example, a text also reveals a lot about the readers
for which it is written and a lot about subject matter
that foreign language learners may or may not know or
anticipate.
A Holistic Approach to Reading
The curriculum described here is called a holistic
curriculum, following Miller (1996). Holistic education
is concerned with connections in human experience –
connections between mind and body, between linear
thinking and intuitive ways of knowing, between academic
disciplines, between the individual and the community A holistic curriculum emphasizes how the parts of a
whole relate to each other to form the whole. From this
perspective, reading relates to speaking, writing, listening
comprehension, and culture.
Pedagogical Stages of Reading
Ideally, each text used in such a curriculum should be
pedagogically staged so that learners approach it by
moving from pre-reading, through initial reading, and
into rereading. This sequence carefully moves the
learner from comprehension tasks to production tasks.
In addition, these tasks should build upon each other in
terms of increasing cognitive difficulty.
• Pre-Reading: The initial levels of learning,
as described in Bloom’s Taxonomy, involve
recognizing and comprehending features of a
text. As proposed here, pre-reading tasks involve
speaking, reading, and listening.
• Initial Reading: Initial reading tasks orient the
learner to the text and activate the cognitive
resources that are associated with the learner’s
own expectations. For example, discussions of
genres and stereotypes may help the learner
to identify potential reading difficulties and to
strategize ways to overcome these challenges.
Simple oral and written reproduction tasks should
precede more complex production tasks that call
for considering creative thinking about several
issues at the same time.
• Rereading:In rereading, the learner is encouraged
to engage in active L2 production such as verbal
or written analysis and argumentation. These
activities require longer and more complex
discourse. At this point, the language learner’s
critical thinking needs to interact with their general
knowledge. Ideally, cultural context and the
individual foreign language learner’s own identity
emerge as central to all acts of production.
Available at:<https://coerll.utexas.edu> .
According to the text, in order to lead the learner from the
reading stage into the task of production,
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Ervália - MG - Professor - Inglês |
Q1311642
Inglês
Texto associado
Acessed on: August 8th, 2018.
TEXT ONE:
Foreign Language Teaching Methods
Dr. Janet Swaffar, Reading Module Instructor
Definitions of Reading
Among the many definitions of reading that have arisen in
recent decades, three prominent ideas emerge as most
critical for understanding what “learning to read” means:
• Reading is a process undertaken to reduce
uncertainty about meanings a text conveys.
• The process results from a negotiation of meaning
between the text and its reader.
• The knowledge, expectations, and strategies a
reader uses to uncover textual meaning all play
decisive roles way the reader negotiates with the
text’s meaning.
Reading does not draw on one kind of cognitive skill, nor
does it have a straightforward outcome — most texts are
understood in different ways by different readers.
Background Knowledge
For foreign language learners to read, they have to be
prepared to use various abilities and strategies they
already possess from their reading experiences in their
native language. They will need the knowledge they
possess to help orient themselves in the many dimensions
of language implicated in any text. Researchers have
established that the act of reading is a non-linear process
that is recursive and context-dependent. Readers tend to
jump ahead or go back to different segments of the text,
depending on what they are reading to find out.
Goals
Asking a learner to “read” a text requires that teachers
specify a reading goal. One minimal goal is to ask the
learner to find particular grammatical constructions or to
identify words that relate to particular features or topics
of the reading. But such goals are always only partial.
For example, a text also reveals a lot about the readers
for which it is written and a lot about subject matter
that foreign language learners may or may not know or
anticipate.
A Holistic Approach to Reading
The curriculum described here is called a holistic
curriculum, following Miller (1996). Holistic education
is concerned with connections in human experience –
connections between mind and body, between linear
thinking and intuitive ways of knowing, between academic
disciplines, between the individual and the community A holistic curriculum emphasizes how the parts of a
whole relate to each other to form the whole. From this
perspective, reading relates to speaking, writing, listening
comprehension, and culture.
Pedagogical Stages of Reading
Ideally, each text used in such a curriculum should be
pedagogically staged so that learners approach it by
moving from pre-reading, through initial reading, and
into rereading. This sequence carefully moves the
learner from comprehension tasks to production tasks.
In addition, these tasks should build upon each other in
terms of increasing cognitive difficulty.
• Pre-Reading: The initial levels of learning,
as described in Bloom’s Taxonomy, involve
recognizing and comprehending features of a
text. As proposed here, pre-reading tasks involve
speaking, reading, and listening.
• Initial Reading: Initial reading tasks orient the
learner to the text and activate the cognitive
resources that are associated with the learner’s
own expectations. For example, discussions of
genres and stereotypes may help the learner
to identify potential reading difficulties and to
strategize ways to overcome these challenges.
Simple oral and written reproduction tasks should
precede more complex production tasks that call
for considering creative thinking about several
issues at the same time.
• Rereading:In rereading, the learner is encouraged
to engage in active L2 production such as verbal
or written analysis and argumentation. These
activities require longer and more complex
discourse. At this point, the language learner’s
critical thinking needs to interact with their general
knowledge. Ideally, cultural context and the
individual foreign language learner’s own identity
emerge as central to all acts of production.
Available at:<https://coerll.utexas.edu> .
According to the text, a holistic education does not
include connections between
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Ervália - MG - Professor - Inglês |
Q1311641
Inglês
Texto associado
Acessed on: August 8th, 2018.
TEXT ONE:
Foreign Language Teaching Methods
Dr. Janet Swaffar, Reading Module Instructor
Definitions of Reading
Among the many definitions of reading that have arisen in
recent decades, three prominent ideas emerge as most
critical for understanding what “learning to read” means:
• Reading is a process undertaken to reduce
uncertainty about meanings a text conveys.
• The process results from a negotiation of meaning
between the text and its reader.
• The knowledge, expectations, and strategies a
reader uses to uncover textual meaning all play
decisive roles way the reader negotiates with the
text’s meaning.
Reading does not draw on one kind of cognitive skill, nor
does it have a straightforward outcome — most texts are
understood in different ways by different readers.
Background Knowledge
For foreign language learners to read, they have to be
prepared to use various abilities and strategies they
already possess from their reading experiences in their
native language. They will need the knowledge they
possess to help orient themselves in the many dimensions
of language implicated in any text. Researchers have
established that the act of reading is a non-linear process
that is recursive and context-dependent. Readers tend to
jump ahead or go back to different segments of the text,
depending on what they are reading to find out.
Goals
Asking a learner to “read” a text requires that teachers
specify a reading goal. One minimal goal is to ask the
learner to find particular grammatical constructions or to
identify words that relate to particular features or topics
of the reading. But such goals are always only partial.
For example, a text also reveals a lot about the readers
for which it is written and a lot about subject matter
that foreign language learners may or may not know or
anticipate.
A Holistic Approach to Reading
The curriculum described here is called a holistic
curriculum, following Miller (1996). Holistic education
is concerned with connections in human experience –
connections between mind and body, between linear
thinking and intuitive ways of knowing, between academic
disciplines, between the individual and the community A holistic curriculum emphasizes how the parts of a
whole relate to each other to form the whole. From this
perspective, reading relates to speaking, writing, listening
comprehension, and culture.
Pedagogical Stages of Reading
Ideally, each text used in such a curriculum should be
pedagogically staged so that learners approach it by
moving from pre-reading, through initial reading, and
into rereading. This sequence carefully moves the
learner from comprehension tasks to production tasks.
In addition, these tasks should build upon each other in
terms of increasing cognitive difficulty.
• Pre-Reading: The initial levels of learning,
as described in Bloom’s Taxonomy, involve
recognizing and comprehending features of a
text. As proposed here, pre-reading tasks involve
speaking, reading, and listening.
• Initial Reading: Initial reading tasks orient the
learner to the text and activate the cognitive
resources that are associated with the learner’s
own expectations. For example, discussions of
genres and stereotypes may help the learner
to identify potential reading difficulties and to
strategize ways to overcome these challenges.
Simple oral and written reproduction tasks should
precede more complex production tasks that call
for considering creative thinking about several
issues at the same time.
• Rereading:In rereading, the learner is encouraged
to engage in active L2 production such as verbal
or written analysis and argumentation. These
activities require longer and more complex
discourse. At this point, the language learner’s
critical thinking needs to interact with their general
knowledge. Ideally, cultural context and the
individual foreign language learner’s own identity
emerge as central to all acts of production.
Available at:<https://coerll.utexas.edu> .
The text advises that a teacher should
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Ervália - MG - Professor - Inglês |
Q1311640
Inglês
Texto associado
Acessed on: August 8th, 2018.
TEXT ONE:
Foreign Language Teaching Methods
Dr. Janet Swaffar, Reading Module Instructor
Definitions of Reading
Among the many definitions of reading that have arisen in
recent decades, three prominent ideas emerge as most
critical for understanding what “learning to read” means:
• Reading is a process undertaken to reduce
uncertainty about meanings a text conveys.
• The process results from a negotiation of meaning
between the text and its reader.
• The knowledge, expectations, and strategies a
reader uses to uncover textual meaning all play
decisive roles way the reader negotiates with the
text’s meaning.
Reading does not draw on one kind of cognitive skill, nor
does it have a straightforward outcome — most texts are
understood in different ways by different readers.
Background Knowledge
For foreign language learners to read, they have to be
prepared to use various abilities and strategies they
already possess from their reading experiences in their
native language. They will need the knowledge they
possess to help orient themselves in the many dimensions
of language implicated in any text. Researchers have
established that the act of reading is a non-linear process
that is recursive and context-dependent. Readers tend to
jump ahead or go back to different segments of the text,
depending on what they are reading to find out.
Goals
Asking a learner to “read” a text requires that teachers
specify a reading goal. One minimal goal is to ask the
learner to find particular grammatical constructions or to
identify words that relate to particular features or topics
of the reading. But such goals are always only partial.
For example, a text also reveals a lot about the readers
for which it is written and a lot about subject matter
that foreign language learners may or may not know or
anticipate.
A Holistic Approach to Reading
The curriculum described here is called a holistic
curriculum, following Miller (1996). Holistic education
is concerned with connections in human experience –
connections between mind and body, between linear
thinking and intuitive ways of knowing, between academic
disciplines, between the individual and the community A holistic curriculum emphasizes how the parts of a
whole relate to each other to form the whole. From this
perspective, reading relates to speaking, writing, listening
comprehension, and culture.
Pedagogical Stages of Reading
Ideally, each text used in such a curriculum should be
pedagogically staged so that learners approach it by
moving from pre-reading, through initial reading, and
into rereading. This sequence carefully moves the
learner from comprehension tasks to production tasks.
In addition, these tasks should build upon each other in
terms of increasing cognitive difficulty.
• Pre-Reading: The initial levels of learning,
as described in Bloom’s Taxonomy, involve
recognizing and comprehending features of a
text. As proposed here, pre-reading tasks involve
speaking, reading, and listening.
• Initial Reading: Initial reading tasks orient the
learner to the text and activate the cognitive
resources that are associated with the learner’s
own expectations. For example, discussions of
genres and stereotypes may help the learner
to identify potential reading difficulties and to
strategize ways to overcome these challenges.
Simple oral and written reproduction tasks should
precede more complex production tasks that call
for considering creative thinking about several
issues at the same time.
• Rereading:In rereading, the learner is encouraged
to engage in active L2 production such as verbal
or written analysis and argumentation. These
activities require longer and more complex
discourse. At this point, the language learner’s
critical thinking needs to interact with their general
knowledge. Ideally, cultural context and the
individual foreign language learner’s own identity
emerge as central to all acts of production.
Available at:<https://coerll.utexas.edu> .
The text is very specific when dealing with foreign
language learners. It says they
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Ervália - MG - Professor - Inglês |
Q1311639
Inglês
Texto associado
Acessed on: August 8th, 2018.
TEXT ONE:
Foreign Language Teaching Methods
Dr. Janet Swaffar, Reading Module Instructor
Definitions of Reading
Among the many definitions of reading that have arisen in
recent decades, three prominent ideas emerge as most
critical for understanding what “learning to read” means:
• Reading is a process undertaken to reduce
uncertainty about meanings a text conveys.
• The process results from a negotiation of meaning
between the text and its reader.
• The knowledge, expectations, and strategies a
reader uses to uncover textual meaning all play
decisive roles way the reader negotiates with the
text’s meaning.
Reading does not draw on one kind of cognitive skill, nor
does it have a straightforward outcome — most texts are
understood in different ways by different readers.
Background Knowledge
For foreign language learners to read, they have to be
prepared to use various abilities and strategies they
already possess from their reading experiences in their
native language. They will need the knowledge they
possess to help orient themselves in the many dimensions
of language implicated in any text. Researchers have
established that the act of reading is a non-linear process
that is recursive and context-dependent. Readers tend to
jump ahead or go back to different segments of the text,
depending on what they are reading to find out.
Goals
Asking a learner to “read” a text requires that teachers
specify a reading goal. One minimal goal is to ask the
learner to find particular grammatical constructions or to
identify words that relate to particular features or topics
of the reading. But such goals are always only partial.
For example, a text also reveals a lot about the readers
for which it is written and a lot about subject matter
that foreign language learners may or may not know or
anticipate.
A Holistic Approach to Reading
The curriculum described here is called a holistic
curriculum, following Miller (1996). Holistic education
is concerned with connections in human experience –
connections between mind and body, between linear
thinking and intuitive ways of knowing, between academic
disciplines, between the individual and the community A holistic curriculum emphasizes how the parts of a
whole relate to each other to form the whole. From this
perspective, reading relates to speaking, writing, listening
comprehension, and culture.
Pedagogical Stages of Reading
Ideally, each text used in such a curriculum should be
pedagogically staged so that learners approach it by
moving from pre-reading, through initial reading, and
into rereading. This sequence carefully moves the
learner from comprehension tasks to production tasks.
In addition, these tasks should build upon each other in
terms of increasing cognitive difficulty.
• Pre-Reading: The initial levels of learning,
as described in Bloom’s Taxonomy, involve
recognizing and comprehending features of a
text. As proposed here, pre-reading tasks involve
speaking, reading, and listening.
• Initial Reading: Initial reading tasks orient the
learner to the text and activate the cognitive
resources that are associated with the learner’s
own expectations. For example, discussions of
genres and stereotypes may help the learner
to identify potential reading difficulties and to
strategize ways to overcome these challenges.
Simple oral and written reproduction tasks should
precede more complex production tasks that call
for considering creative thinking about several
issues at the same time.
• Rereading:In rereading, the learner is encouraged
to engage in active L2 production such as verbal
or written analysis and argumentation. These
activities require longer and more complex
discourse. At this point, the language learner’s
critical thinking needs to interact with their general
knowledge. Ideally, cultural context and the
individual foreign language learner’s own identity
emerge as central to all acts of production.
Available at:<https://coerll.utexas.edu> .
According to the text, reading is a process that
Ano: 2019
Banca:
Prefeitura de Mondaí - SC
Órgão:
Prefeitura de Mondaí - SC
Provas:
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Artes
|
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Matemática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Português |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Infantil |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Física (Licenciatura) |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor de Educação Física (Bacharelado |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Ciências |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Geografia |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Informática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Inglês |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - História |
Q1306719
Português
Assinale a alternativa em que todas as palavras sejam classificadas como Ditongo crescente:
Ano: 2019
Banca:
Prefeitura de Mondaí - SC
Órgão:
Prefeitura de Mondaí - SC
Provas:
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Artes
|
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Matemática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Português |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Infantil |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Física (Licenciatura) |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor de Educação Física (Bacharelado |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Ciências |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Geografia |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Informática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Inglês |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - História |
Q1306701
História e Geografia de Estados e Municípios
Das alternativas a seguir, a maior cidade em extensão territorial é:
Ano: 2019
Banca:
Prefeitura de Mondaí - SC
Órgão:
Prefeitura de Mondaí - SC
Provas:
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Artes
|
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Matemática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Português |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Infantil |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Física (Licenciatura) |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor de Educação Física (Bacharelado |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Ciências |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Geografia |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Informática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Inglês |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - História |
Q1306700
Atualidades
Com base na notícia a seguir e utilizando seus conhecimentos sobre o assunto, analise o trecho e
assinale a alternativa que completa corretamente a lacuna:
“O Subprocurador-geral __________________, indicado pelo presidente Jair Bolsonaro para ser o novo chefe da Procuradoria Geral República (PGR), concede entrevista após reunir-se com o presidente do Senado.”
(Fonte adaptada: http://agenciabrasil.ebc.com.br/>acesso em 12 de setembro de 2019)
“O Subprocurador-geral __________________, indicado pelo presidente Jair Bolsonaro para ser o novo chefe da Procuradoria Geral República (PGR), concede entrevista após reunir-se com o presidente do Senado.”
(Fonte adaptada: http://agenciabrasil.ebc.com.br/>acesso em 12 de setembro de 2019)
Ano: 2019
Banca:
Prefeitura de Mondaí - SC
Órgão:
Prefeitura de Mondaí - SC
Provas:
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Artes
|
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Matemática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Português |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Infantil |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Física (Licenciatura) |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor de Educação Física (Bacharelado |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Ciências |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Geografia |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Informática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Inglês |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - História |
Q1306698
Português
Assinale a alternativa em que a colocação pronominal está empregada corretamente:
Ano: 2019
Banca:
Prefeitura de Mondaí - SC
Órgão:
Prefeitura de Mondaí - SC
Provas:
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Artes
|
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Matemática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Português |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Infantil |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Física (Licenciatura) |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor de Educação Física (Bacharelado |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Ciências |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Geografia |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Informática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Inglês |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - História |
Q1306697
Português
Analise as orações a seguir:
¹A ventania não derrubou árvores ²nem arrancou cercas.
Assinale a alternativa que classifica correta e respectivamente as orações acima:
Ano: 2019
Banca:
Prefeitura de Mondaí - SC
Órgão:
Prefeitura de Mondaí - SC
Provas:
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Artes
|
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Matemática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Português |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Infantil |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Física (Licenciatura) |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor de Educação Física (Bacharelado |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Ciências |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Geografia |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Informática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Inglês |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - História |
Q1306696
Português
Analise as afirmativas a seguir:
(__) - Usa-se o ponto final para encerrar períodos;
(__) - Usa-se o ponto de interrogação no final de frases exclamativas;
(__) - Usa-se a vírgula para separar o sujeito do predicado;
(__) - Usa-se os dois pontos para introduzir citação.
Considerando que (V) significa verdadeiro e (F) significa falso, assinale a alternativa correta:
Ano: 2019
Banca:
Prefeitura de Mondaí - SC
Órgão:
Prefeitura de Mondaí - SC
Provas:
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Artes
|
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Matemática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Português |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Séries Iniciais |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Infantil |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Física (Licenciatura) |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor de Educação Física (Bacharelado |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Ciências |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Geografia |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Informática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Inglês |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - História |
Q1306168
Pedagogia
A avaliação é parte integrante do processo ensino/aprendizagem e ganhou na atualidade espaço
muito amplo nos processos de ensino. A avaliação da aprendizagem, no novo paradigma, é um processo
mediador na construção do currículo e se encontra intimamente relacionada:
Ano: 2019
Banca:
Prefeitura de Mondaí - SC
Órgão:
Prefeitura de Mondaí - SC
Provas:
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Artes
|
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Matemática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Português |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Séries Iniciais |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Infantil |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Física (Licenciatura) |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor de Educação Física (Bacharelado |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Ciências |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Geografia |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Informática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Inglês |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - História |
Q1306167
Pedagogia
Referente à educação na Constituição Federal de 1988, o não oferecimento do ensino obrigatório
pelo poder público, ou sua oferta irregular, importa:
Ano: 2019
Banca:
Prefeitura de Mondaí - SC
Órgão:
Prefeitura de Mondaí - SC
Provas:
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Artes
|
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Matemática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Português |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Séries Iniciais |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Infantil |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Física (Licenciatura) |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor de Educação Física (Bacharelado |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Ciências |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Geografia |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Informática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Inglês |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - História |
Q1306166
Pedagogia
Luiz Carlos Cagliari, ao debater sobre o tema de alfabetização e ortografia, afirma que o
alfabetizando identifica as letras e vai aprendendo ao mesmo tempo a ortografia, a partir das lições do
professor e dos livros ou do material didático. Porém, quando vai escrever a partir de sua iniciativa,
como tem poucas referências ortográficas em sua mente, lança mão:
Ano: 2019
Banca:
Prefeitura de Mondaí - SC
Órgão:
Prefeitura de Mondaí - SC
Provas:
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Artes
|
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Matemática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Português |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Séries Iniciais |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Infantil |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Física (Licenciatura) |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor de Educação Física (Bacharelado |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Ciências |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Geografia |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Informática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Inglês |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - História |
Q1306165
Pedagogia
Conforme consta na Lei nº 8.069/90, a criança e o adolescente têm direito a proteção à vida e à
saúde, mediante:
Ano: 2019
Banca:
Prefeitura de Mondaí - SC
Órgão:
Prefeitura de Mondaí - SC
Provas:
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Artes
|
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Matemática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Português |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Séries Iniciais |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Infantil |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Física (Licenciatura) |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor de Educação Física (Bacharelado |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Ciências |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Geografia |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Informática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Inglês |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - História |
Q1306164
Pedagogia
Segundo o autor Paulo Freire, a educação que se impõe aos que verdadeiramente se comprometem
com a libertação não pode fundar-se numa compreensão:
Ano: 2019
Banca:
Prefeitura de Mondaí - SC
Órgão:
Prefeitura de Mondaí - SC
Provas:
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Artes
|
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Matemática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Português |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Séries Iniciais |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Infantil |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Física (Licenciatura) |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor de Educação Física (Bacharelado |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Ciências |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Geografia |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Informática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Inglês |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - História |
Q1306163
Pedagogia
De acordo com a Lei nº 9.394/96, os sistemas de ensino promoverão a valorização dos profissionais da educação, assegurando-lhes, inclusive nos termos dos estatutos e dos planos de carreira do magistério público:
I. Progressão funcional baseada na titulação ou habilitação, e na avaliação do desempenho;
II. Ingresso exclusivamente por concurso público de provas e títulos e entrevista;
III. Período reservado a estudos, planejamento e avaliação, incluído na carga de trabalho;
IV. Aperfeiçoamento profissional continuado, sem licenciamento periódico remunerado.
Dos itens acima:
Ano: 2019
Banca:
Prefeitura de Mondaí - SC
Órgão:
Prefeitura de Mondaí - SC
Provas:
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Artes
|
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Matemática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Português |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Séries Iniciais |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Infantil |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Educação Física (Licenciatura) |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor de Educação Física (Bacharelado |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Ciências |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Geografia |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Informática |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - Inglês |
Prefeitura de Mondaí - SC - 2019 - Prefeitura de Mondaí - SC - Professor - História |
Q1306162
Educação Artística
Leia o trecho a seguir referente a uma importante artista brasileira e responda: Compositora, pianista e regente, nascida no Rio de Janeiro em 17 de outubro de 1847, foi a primeira mulher a conduzir uma orquestra Brasil. Com mais de duas mil composições no currículo, é autora da primeira marchinha de carnaval da história, “Ô Abre Alas”.
O trecho refere-se à:
Conheça nossos planos